I Have a Dream Activity Pack

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1 World-class theatre for children Page 1 I Have a Dream Activity Pack

2 All of the exercises are suitable for KS2 pupils. I Have a Dream Fact file The following people are historical figures of the American Civil Rights movement. Get the class to research these people using the timeline. Abraham Lincoln. Rosa Parks. I do order and declare that all persons held as slave within said designated States, and parts of States, are, and henceforward shall be free In 1863 he issued the Emancipation Proclamation freeing the slaves in the Southern states, and the country was able to remain a united nation. Eventually all the slaves in the United States became free. 16th President of the United States of America. Abraham Lincoln was the first president to be assassinated. He was killed on April 15, 1865 by John Wilkes Booth. At the time of his death, Lincoln was 56 years old. I would like to be remembered as a person who wanted to be free so other people would also be free. Rosa Parks was the first black woman who refused to give up her seat on a bus to a white passenger. Her actions sparked the Montgomery Bus Boycott, and made history. Page 2

3 Harriet Tubman. She worked alongside Martin Luther King Jr and other civil rights activists. Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world Born a slave, Harriet ran away at the age of 30 to Philadelphia where she learnt about a movement to abolish slavery. This group created the Underground Railroad. Harriet made over 13 trips and helped save hundreds of slaves. Ignatius Sancho. The first part of my life was rather unlucky, as I was placed in a family who judged ignorance the best and only security for obedience. He was the first Black British man to have his written work published, And the first black man to vote in a UK election. Olaudah Equiano Mary Seacole As a slave he was sold to a British Naval Officer. Onboard the ship he learned to read and write. Played an important and active role in the abolishment of slavery in Britain. He wrote a book that detailed his experiences as a slave. Worked as a nurse in Crimea which she funded herself after being refused by the War Office to be sent as an army nurse. Page 3

4 Time line The time line shows some of the important events of the Civil Rights Movement. Some of the names and words have been highlighted. Have the class research these events and names and see if they can add to the fact file Congress of Racial Equality (CORE) established. The aim was to fight against segregation The Supreme Court declared segregation in schools to be unconstitutional Dr Martin Luther King became President of the Southern Christian Leadership Conference James Meredith s attempt to attend Mississippi University was only successful as a result of Federal troops being used Riots in Harlem (New York), Chicago, Rochester + Philadelphia. Dr. Martin Luther King was awarded the Noble Peace Prize The idea of Black Power was introduced by Stokely Carmichael The Supreme Court declared segregation on buses that crossed state borders was illegal Montgomery Bus Boycott began after the arrest of Rosa Parks First student sit-ins against segregation at lunch counters occurs NAACP leader - Medgar Evers - was assassinated. 250,000 civil rights protesters marched in Washington Malcolm X was assassinated. A civil rights march from Selma to Montgomery was lead by Dr Martin Luther King. A Voting Rights Act was passed which in theory made it illegal for anyone to restrict the right of anybody to vote Martin Luther King was assassinated. The man convicted of his murder - James Earl Ray - was sentenced to 99 years prison but he denied having anything to do with the murder. Page State laws forbidding inter-racial marriage were declared unconstitutional by the Supreme Court. Thurgood Marshall became the first Black American to be appointed to the Supreme Court by Texan president Lyndon Johnson.

5 Martin Luther King s I have a Dream speech has gone down in history as one of the most influential speeches of our time. In I Have a Dream Raheem struggles to communicate his thoughts and speak in public. The exercises in this pack are based on developing communication and public speaking skills. Warm Ups These games are designed to get the group thinking quickly and spontaneously, and will also assist in building confidence. I Am Thinking Of. Raheem struggles with speaking his thoughts and feelings out loud. To prepare for speaking out loud and to encourage the class to start thinking quickly, ask the class to form a circle. Start the game by saying I am thinking of and then say a category for example; Trees followed by a type in that category for example; Oak. Going around the circle, the class then lists different items and as they say their word they clap; for example Trees; Oak, Ash, Willow, Chestnut etc or types of Fruit; Apples, Bananas, Oranges etc. They are not able to repeat any that have been said before and if they run out of ideas and can t think of an item that child sits out. The next child then starts again saying I am thinking of and chooses a new subject and offers the first suggestion. The game is finished when there are two children left. The last two children stand in the circle. The whole group chooses a category, and the last two children then list items in the category until one child has run out of suggestions. Other subjects might include: items of clothing, types of chocolate or sweets, or even sports. Speaking Out Loud. Working as a group, sit in a circle and build a story together using one word at a time. A pupil starts by saying one word; continue around the circle, each pupil must add a word to develop the story. Next each pupil must contribute one sentence to add and build the story. Alternatively they must start their sentence with either Fortunately or unfortunately and then continue the sentence. Suggest a theme or stimulus to the class, in order to add structure e.g. one day in the park, on the way home etc. Exercises Describing a Photo. In pairs labeled A and B. A describes what they see in a photo to B. They must talk for one minute and describe every detail they see with as much information about the people/place/or items in the photo. Ask them to think about- Who is in the photo, Where the photo is? What the photo is of? Why the photo was taken? etc This exercise will also help them articulate their thoughts and describe what they see clearly. When they have done this they swap over, B describes a different photo to A. Page 5

6 Hesitation, Deviation, Repetition. Four children sit on chairs in front of the rest of the class. They are given a subject to talk about. Starting at one end the first child talks without repeating any words, without hesitating and without talking about a different subject. The rest of the class is listening out for any mistakes, if they hear one they raise their hand and the teacher asks what they heard. The next child in the line then starts to talk on the subject until a mistake is spotted and then it is passed on to the third and then forth child. The aim is to talk for longer than anyone else on a given subject. This can be timed by the teacher. Draw what you hear. Ask the class to get into pairs and label themselves A and B. Hand out a simple drawing to the A s- for example a star shape, an arrow or a smiley face (see appendix). A then describes to B what they can see on the paper and B tries to draw based on the description. The describer cannot name what they see; they must use descriptive words and talk through how to draw it. They can then reveal their pictures to each other and switch over with a new picture. Gobbledygook expert. In groups of threes. A- will be an Interviewer, this person asks questions and interviews B- the Expert. The class decides on what field they are an expert in. The Expert talks in Gobbledygook and is translated by C. The interpreter must pick up on the body language of the expert and take visual clues on what they are saying. They can then switch roles. Ask them to perform examples of this to the class. As a group lead the class in a discussion on why body language is important and what clues the body gives away when talking. What does an angry person do? What does a scared person do? How can we use body language, posture and expression to enhance speaking in public? Writing a speech. Yolanda asks Raheem to write a speech on what his dream is. Raheem struggles but eventually is able to speak from the heart. To prepare the class for writing their own speeches look at Martin Luther King s speech below; I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character. I have a dream today! Page 6

7 I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification - one day right there in Alabama little Black boys and Black girls will be able to join hands with little White boys and White girls as sisters and brothers. I have a dream today! Ask the class to Look at Martin Luther King s speech. They must look for words that inspire and move the listener. Words that motivate, persuade or stir. Also look out for metaphoric images and what effect they have. Leading on from this, ask the class to write their own speech on a subject that is important to them. As with the previous exercises they should focus on what, why where, when, who and how it is important. For example climate change, bullying or a hobby or interest that they have. They can also write about a dream of their own for the future. Performing your speech. Yolanda helps Raheem give his speech as he is unconfident and scared to speak out loud. She pretends to be a preacher to inspire him and she asks Raheem to wear one of her father s jackets so he feels ready to give a speech. Body language is very important when giving a speech it conveys authority and strength which is important to get attention from your audience. Ask the class to think about different types of people for example a strong warrior, a weak old beggar, or a super hero. Thinking about their body language and how they stand, ask them to walk around the room so that they can take on the characters physicality. Select a few different examples so the group can compare between them. Ask each of them to say a line from their own speech to the group, ask the group to feedback on how it sounded. Who came across as confident? Why was this? They can then perform their speech to the class. Page 7

8 Appendix. Shapes for Draw what you hear exercise. Page 8

9 Examples of photos for Describing a Photo exercise Page 9

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